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Headlines
Association & Related News
The Achievement Gap Begins Early: CCSSO Study Finds Disparities in Child Outcomes Among Infants
CCSSO and the NGA Center to Release Updated Draft of Common Core State Standards in September
H1N1 Virus Guidance Now Available
Advocacy in Action
ED to Release $11.37B in ARRA Funding 30 Days Early
ED Hosts ARRA Webcast Series
Education Newsbriefs
"State Education Chief Outlines New Vision for Schools" (CT)
"Markell Signs Education Reforms Bills Into Law" (DE)
"Defense Department Grant Will Help Craven Students With Reading" (DoDEA)
"Luna on No Child Left Behind Task Force" (ID)
"New State Education Commissioner Embraces Web, Launches Blog" (KY)
"Nearly All of N.J. Public School Teachers Are 'Highly Qualified'" (NJ)
"New Mexico to Provide Free College Board Exams" (NM)
"Superintendent Sandy Garrett Seeks to Extend Oklahoma's Math Requirements" (OK)
"Active School Grant Recipients Announced for 2009-2010 School Year" (PA)
"Schools Getting Federal Money for Fresh Fruits and Vegetables" (SC)
"Schools Enact Tougher Education Standards" (TN)
"Rich Prize, Restrictive Guidelines"
"Studies Weigh NCLB's Broad Impact"
"Environmental Education Gets a Push in Congress"
Association & Related News
The Achievement Gap Begins Early: CCSSO Study Finds Disparities in Child Outcomes Among Infants
By Thomas Schultz
A Child Trends study commissioned by CCSSO extends prior research and finds disparities between poor, at-risk children and more advantaged children as early as 9 months of age. Low income and low maternal education are the factors most strongly associated with poorer cognitive, social-emotional, and health outcomes. The disparities are more profound for children with more risk factors.
At both 9 and 24 months, children from low-income families score lower on cognitive and behavioral measures, are less likely to be in very good health, and are less likely to have a secure attachment to their primary caregiver than their higher-income peers. The disparities are small at 9 months of age but are moderate to large at 24 months. Similar disparities exist between children whose mothers have less than a high school degree and children whose mothers have a Bachelor’s degree or higher, as well as between white infants and non-Hispanic black, Asian, and American Indian/Alaskan Native infants.
“This is sobering news and should strengthen the movement and momentum toward investing in high quality, early education programs for poor, at-risk children. It is our responsibility to mitigate these growing disparities in the earliest years and it is our challenge – as states, the federal government, the private sector—to support more intensive, comprehensive, and ongoing program efforts for those at highest risk,” said CCSSO Executive Director Gene Wilhoit.
Based on the results, the authors discuss implications for policy and practice. Tamara Halle, Ph.D., Child Trends Senior Research Scientist and lead author of the study states, “Our findings suggest that interventions should start early, target low-income children, and engage and support parents.”
The study, Disparities in Early Learning and Development: Lessons from Early Childhood Longitudinal Study—Birth Cohort, can by found by clicking here. For more information contact Thomas Shultz at thomass@ccsso.org.
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CCSSO and the NGA Center to Release Updated Draft of Common Core State Standards in September
By Paul Ferrari
The next draft of the standards for public review is now scheduled to be available for comment in mid-September. Please visit www.corestandards.org for further information and updates on the common core state standards initiative. For questions or comments, contact communications@ccsso.org.
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H1N1 Virus Guidance Now Available
By Melissa Johnston
Last week, federal guidance was released for K-12 schools, teachers, administrators, and parents as they try to decrease exposure to regular seasonal flu and 2009 H1N1 flu while limiting the disruption of day-to-day activities and the vital learning that goes on in schools. The guidance was informed and released jointly by the Health and Human Services Secretary Kathleen Sebelius, Education Secretary Arne Duncan, Homeland Security Secretary Janet Napolitano, and Centers for Disease Control and Prevention (CDC) Director Thomas R. Frieden, M.D., M.P.H.. Since, the CDC will continue to monitor the situation and update the current guidance as more information is obtained on 2009 H1N1, they recommend that you access the guidance here as it may change: http://www.flu.gov/plan/school/schoolguidance.html. CDC has also created a health-focused toolkit for teachers and parents, located here: http://www.flu.gov/plan/school/toolkit.html.
Secretary Duncan will continue to share relevant information with us as we move forward in dealing with this health issue as it relates to school-age children and school operations. Please continue to check www.flu.gov for updates throughout summer and into the 2009-2010 school year.
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Advocacy in Action
ED to Release $11.37B in ARRA Funding 30 Days Early
On August 3rd, Secretary Duncan announced the US Department of Education’s (ED) intention to release $11.37 billion in Title I ($5B), IDEA ($6.1B), and Vocational Rehabilitation ($270M) ARRA funding to states one month earlier than anticipated. In April 2009, the initial 50% of these funding streams in the American Recovery and Reinvestment Act of 2009 (ARRA) were released, with the intention of releasing the remaining 50% on September 30. ED has communicated that the decision to release these funds 30 days earlier stems from the Administration’s desire to create opportunities for states and districts to think comprehensively about reform as additional funding will be made concurrently available through Race to the Top, State Fiscal Stabilization Funds, and other ARRA grant programs. For the official ED press release, click here.
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ED Hosts ARRA Webcast Series
On August 10, ED hosted a webcast on federal reporting requirements for the ARRA. ED emphasized the importance of not only getting ARRA funds out quickly, but responsibly and transparently. Section 1512(f) of the ARRA requires recipient reporting to begin 180 days after enactment, and for reports to be submitted by recipients 10 days after the end of each calendar quarter. This results in an initial statutory reporting deadline of October 10, 2009, with quarterly reports due 10 days after the end of each calendar quarter thereafter. For more information on reporting requirements, please refer to www.federalreporting.gov and www.ed.gov/recovery.
This webcast was the second in a series that ED will be hosting related to the ARRA, which are intended to help states and districts appropriately implement these funds. Future webcasts in this series will be hosted bi-weekly at 2 pm EST and topics include: Cash Management on August 24; Maintenance of Effort on September 14; and ARRA Reporting on ED Specific Guidance on September 21.
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Education Newsbriefs
State Education Chief Outlines New Vision for Schools
Hartford Courant (CT) (08/19/09) Merritt, Grace E.
At the annual back-to-school address for Connecticut school superintendents, State Education Commissioner Mark K. McQuillan outlined his plan to use $200 million in stimulus money to reform the high school curriculum, enhance preschool instruction, and restructure school districts as part of an urban initiative. The plan aims to improve student achievement and close the achievement gap. Half of the funds would be applied to a partnership initiative among four to six urban school districts, while the remainder would be provided to school districts participating in reform efforts and early childhood instruction. Reform possibilities include a senior project and math and language arts labs. Moreover, grants would be provided to broaden preschool instruction to build literacy and socialization skills. McQuillan says improvements should help English-language learners, improve literacy, and incorporate technology into the classroom.
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Markell Signs Education Reforms Bills Into Law
Sussex Countian (08/13/2009)
Delaware Education Secretary Lillian Lowery supports the three education reform bills recently signed into law by Gov. Jack Markell. Senate Bill 68 replaces the Delaware Student Testing Program with one that measures student achievement over a school year, and Senate Bill 151 will provide federal economic stimulus funds to high-performing schools as an incentive for closing achievement gaps. Meanwhile, House Bill 119 gives local schools and districts more flexibility with regard to financial and other decisions in exchange for enhanced accountability. Among other things, school districts will have until Sept. 1 to post their check registers, and they will be required to provide quarterly updates. According to Lowery, "These three bills will collectively provide the gateway to improved efficiencies and operational management in our districts and schools. The flexibility and incentives made possible through this legislation will have a beneficial impact on our educational system."
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Defense Department Grant Will Help Craven Students With Reading
ENCToday.com (08/13/09) Book, Sue
A $1.5 million grant from the Department of Defense will enable the Craven County Schools District in North Carolina to offer an innovative pilot reading program to 14 schools serving students whose parents are in the military and are stationed at Cherry Point, Camp Lejeune, and New River Air Station. The school district is using Scientific Learning's Fast Forward program to help students develop cognitive skills that lay the foundation for reading success throughout their years in public school. According to Department of Defense Education Activity (DoDEA) director Dr. Shirley Miles, "This is the first year DoDEA has been able to execute our grant program. It's very gratifying to be able to offer assistance to the schools that are educating our military's children. We are looking forward to seeing how the districts implement the programs they've developed." For more information on the Fast Forward reading program, click here.
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Luna on No Child Left Behind Task Force
Olympian (WA) (08/11/09)
Idaho Superintendent of Public Instruction Tom Luna has been appointed to a national 18-member task force created by the Council of Chief State School Officers to provide recommendations to Congress and the Obama administration with regard to the reauthorization of the No Child Left Behind Act. According to Luna, he wants rural states to be given more flexibility in measuring students' academic progress.
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New State Education Commissioner Embraces Web, Launches Blog
Lexington Herald-Leader (KY) (08/17/09) Warren, Jim
Kentucky Education Commissioner Terry Holliday has rolled out "Doc H's Blog," where he will provide "insight, information [and] thoughts and concerns" about education issues statewide. He plans to post as often as possible, hopefully at least once a week, according to state Department of Education spokeswoman Lisa Gross. When named state education commissioner in July, Holliday said he would keep in touch with state residents through social networking sites, and he also maintains Twitter and Facebook accounts. To read Doc H's blog, click here.
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Nearly All of N.J. Public School Teachers Are 'Highly Qualified'
Newark Star-Ledger (NJ) (08/19/09) Rundquist, Jeanette
A survey of close to 88,000 teachers in 10 content areas by the New Jersey Department of Education reveals that 99.7 percent are qualified in the subjects they teach and that 99.1 percent of classes in high-poverty schools are taught by highly qualified teachers. According to State Education Commissioner Lucille Davy, "It tells us the vast majority of our teachers hold the credentials we expect them to hold. Today we can proudly say we are mere fractions of one percentage point away from an across-the-board HQT rate of 100 percent. That being said, there are other things that go into the determination of teacher effectiveness and quality. That, I think, becomes the next level."
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New Mexico to Provide Free College Board Exams
KFOXTV.com (08/15/09) Narvaiz, Renee
In the 2009-10 school year, all 10th graders in New Mexico public schools will be allowed to take the preliminary SAT, or National Merit Scholarship Qualifying Test, at no cost. State Education Secretary Veronica Garcia says the program will achieve cost savings of about $13 per student and allow students to identify skills necessary for college or the workforce.
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Superintendent Sandy Garrett Seeks to Extend Oklahoma's Math Requirements
Oklahoman (08/19/09) Marks, Dawn
Oklahoma's overall ACT score for 2009 was 20.7, which is the same score the state has maintained since 2007. State Superintendent of Public Instruction Sandy Garrett says, "What these scores tell us is that rigor is lacking in some schools and too many students are not making the most of the four years they are given in high school. In 2009, completion of four years of rigorous core courses is a prerequisite to college and work readiness." Students in Oklahoma currently are required to take only three years of math, but Garrett says students could be required to take four years of math. "We will continue to demand more rigor in math and science in all grades, but the biggest hurdle is convincing parents and students of the importance--and logic--of enrolling in four years of core subjects," she says.
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Active School Grant Recipients Announced for 2009-2010 School Year
PRNewswire (08/20/09)
In Pennsylvania, 40 middle schools will receive Active Schools grants for the 2009-10 school year to help implement evidence-based physical activity programs in an effort to curtail childhood obesity rates. These programs would meet federal guidelines for moderate to vigorous daily physical activity, which state that children between the ages of 6 and 17 should be physically active for at least one hour per day. The state Department of Health will give each school a $5,000 grant through the federal Preventive Health and Health Services Block Grant, and another $10,000 will be given to each school from a local organization, such as Highmark, Capitol Blue Cross, Independence Blue Cross, Blue Cross of Northeast Pennsylvania, and the University of Pittsburgh Medical Center Health Plan. According to State Education Secretary Gerald Zahorchak, "Schools are ideal settings to increase physical activity. New studies document the strong relationship of physical fitness to school attendance and academic performance. The research also suggests that dedicating more time for physical activity does not hinder academic performance, and may actually improve cognitive function and attention in the classroom." To view a list of schools receiving grant money, click here.
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Schools Getting Federal Money for Fresh Fruits and Vegetables
Anderson Independent-Mail (SC) (08/11/09) Carey, Liz
More than 50 schools in South Carolina will participate in the U.S. Department of Agriculture's Fresh Fruit and Vegetable Program, thanks to a more than $1.17 million grant from the agency. As part of the program, students will have access to free healthy snacks in classrooms, hallway kiosks, and other locations throughout the schools. The State Office of School Food Service and Nutrition will obtain fresh produce through a partnership with local farmers. According to State Superintendent of Education Jim Rex, "There are actually two goals here. First, we want kids to eat more fresh fruits and vegetables. Second--and perhaps even more important in the long run--we want to give them a head start on developing healthier eating habits that can last their whole lives."
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Schools Enact Tougher Education Standards
WSMV-TV (Nashville) (08/13/09) Kumari, Cara
The Tennessee Diploma Project calls for stricter standards in the classroom so that students are better prepared for college and the workforce. Students are required to take another year of math, a personal finance course, and more advanced science courses. According to State Education Commissioner Timothy Webb, "The entire concept there is to increase what a high school diploma really means and what a public education really means in this state." However, Webb acknowledges that more rigorous standards mean harder tests. "We do expect those scores to go down, but if at the end of the day, the learning that we accomplish and our kids accomplish is at a much higher level and deeper level, we're all better off," he says.
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Rich Prize, Restrictive Guidelines
Education Week (08/12/09) Vol. 28, No. 37, P. 1; McNeil, Michele; Sawchuk, Stephen
The U.S. Department of Education has released proposed guidelines for $4 billion in Race to the Top Fund grants. The first round of grants will be made in March, and the second round of funding will be distributed in September. The U.S. Department of Education says states hoping to win funding must have received its approval to receive money under the American Recovery and Reinvestment Act and lack laws that prevent student-achievement data from being used to evaluate teachers and principals. A state's application must be submitted by the governor and signed by the state education chief and the president of the state education board. The draft criteria indicates that states participating in the Council of Chief State School Officers and National Governors Association's common-standards movement, along with those permitting alternative-certification routes for teachers and principals, will be given preference. For more information about the Race to the Top Fund, click here.
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Studies Weigh NCLB's Broad Impact
Education Week (08/18/09) Vol. 29, No. 1, Aarons, Dakarai I.
At a recent conference hosted by the Urban Institute's National Center for Analysis of Longitudinal Data in Education Research and the National Center on Performance Incentives at Vanderbilt University, researchers revealed the findings of their study on how states have implemented the federal No Child Left Behind Act (NCLB) and its impact on students, teachers, and education. Researchers concluded that lawmakers, who are expected to review NCLB, should revise the law and not end it. Differences between using growth-based models and year-over-year percentages of student scoring to gauge student achievement were minimal, but researchers contend that high-achieving students are receiving less assistance than those in the middle or at the bottom. In terms of teacher-quality provisions, NCLB has enabled schools with higher numbers of minority students to recruit teachers with greater knowledge in their subject areas because they are hired from alternative-certification programs.
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Environmental Education Gets a Push in Congress
Mother Nature Network (08/18/09) Boyd, Robynne
With school districts cutting back on outdoor activities, social studies, science, and recess to make room for No Child Left Behind requirements, outdoor and environmental education have suffered. However, U.S. Rep. John Sarbanes (D-Md.) recently introduced legislation to provide schools around the United States with $100 million per year for environmental education, which would help train teachers on climate change and water shortages, fund school trips, and bolster the quality and quantity of the environmental education curriculum. Sarbanes says, "The ultimate goal is for the bill to be incorporated into the re-authorization of the Elementary and Secondary Education Act [the overarching federal law that funds primary and secondary education] so that environmental education becomes a formal part of the education system."
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